Students with special educational needs and disabilities are regularly consulted to ensure their views are reflected in the provision we make for them. All staff in the School are aware of pupils with a special educational need and their specific needs.
We welcome visits to the Learning Support Department and would urge you to meet with us if you are thinking of sending your child to the School.
This information was written in conjunction with parents, staff and the Learning Support governor in September 2017.
The Learning Support Department
In the Learning Support Department, we aim to remove barriers to learning to support pupils to achieve to the best of their abilities. Our SENDCo holds a postgraduate certificate in inclusion and vulnerable learners (National SENDCo Award). She has a post graduate diploma from the University of Leicester.
We have a dedicated team of skilled teaching assistants who hold a range of qualifications in different areas including foundation degrees in barriers to learning and in some cases degrees in specific subjects. The SENDCo is supported in managing the teaching assistants by three Higher Level Teaching Assistants (HLTAs).
We have a provision map, which is a tool to help us identify interventions for pupils with SEN and disabilities. We use this to help us monitor the effectiveness of these interventions and thereby inform planning for future support.
The support we put in place is dependent on an assessment of a particular student’s 'needs'. Where appropriate, we adapt the learning environment or use ancillary aids and assistive technology. This may be with the support of outside agencies such as the Educational Psychologist.
- Julia Hartley - SENDCo (Special Educational Needs and Disabilities Co-ordinator)
- Sue Kudlinski - HLTA Transition, and Years 7-9 (Higher level Teaching Assistant)
- Karen Golding and Sharon Gurney - HLTAs, Years 10-13 (Jobshare)
- Emma Stephens-Dunn - SEN Governor
- Debbie Lamsdale - School Registrar (Admissions)
The Department seeks to fulfil its statutory duty with regard to the Revised Code of Practice for Special Educational Needs (January 2015). In 2017-18 there will be 22 pupils with Education, Health & Care plans. A Special Needs Register listing all the pupils and students in the School with a recognised special need is kept to inform all staff. Learning Passports are created for students with special educational needs. The Learning Passport acts as a guideline for staff, concerning the teaching and learning needs of pupils with special needs, across the School. Identification of pupils with special needs is made as early as possible on entry to the School by a variety of methods – primary school liaison; cognitive ability testing; monitoring of progress; close liaison with departments and teaching staff; discussion with individual pupils and consultation with parents.